Commission of the European Communities
newsletter
J**:
*~®k
D&Ã
LMJ
Photograph by courtesy of the Gemeentebibliotheek Rotterdam
ERASMUS
An Investment in the future of the Community
On 14 May 1987, the Education Ministers of the Twelve reached agreement on the European Community Action Scheme for the Mobility of University Students (ERASMUS). With a total of 85 million ECU earmarked for its initial phase (1 July 1987 to 30 June 1990), the programme will aim to encourage greater student and staff mobility throughout the Community by means of the creation of a European University Network, the award of grants to individual students, arrangements for the mutual recognition of qualifications and courses, or parts of courses, and a range of additional supporting measures. In the following article, Alan Smith, Director of the Office for Cooperation in Education, which assists the Commission in the management of its higher education grant schemes, examines in more detail the Actions envisaged in ERASMUS, which was formally adopted by the Council on 15 June 1987.
May 14th 1987 will go down in the history books as a milestone in the development of the Community as a whole. When the Education Ministers of the 12 Member States, meeting in Brussels, reached agreement on the ERASMUS Programme (the European Community Action Scheme for the Mobility of University Students), they not only created the basis for giving a significant boost to the level of student mobility within the Commun-ity, but also laid one of the main foundation blocks in the edifice which has come to be known as the People's Europe. As Commission Vice-President Manuel Marin put it at the press conference which followed the Minis-ters' meeting, "ERASMUS is a programme of hope for the young people of Europe".
Agreement on the Programme had not been easy to reach: the Commission's proposals for ERASMUS (cf. Doc. COM(85)756 final/2) were submitted to the Council early in 1986, but while all Member States had welcomed the objectives of the programme, a number of them (not-ably France, the Federal Republic of Germany and the United Kingdom) had raised serious objections to the overall budget envisaged and the legal base upon which the Commission's proposals rested. In November last year, when the Council of Education Ministers failed for the second time to reach a satisfactory agreement on the Programme, the Commission even withdrew the proposal altogether, fearing that it might be adopted with such a small-scale budget that the objectives of the Programme would be seriously jeopardized. However, after the heads of State and Government, meeting within the European Council in December, had reiterated the importance which they attached to ERASMUS, the Commission's proposals were re-tabled in an unamended form, and top-level pronouncements in favour of the Programme which then followed, such as President Mitterrand's broadcast on French television in March, suggested that the chances of a successful outcome were more favourable this time.
The ERASMUS Programme finally agreed does every justice to its objectives - and to the memory of the 'mobile' European scholar from whom it derives its name. Far from being an uneasy compromise on which several parties have serious misgivings, the programme was agreed unanimously by the Education Ministers of all Member States and, with the wholehearted support which the universities of the Community have given the pro-gramme from the very start, there is every reason for confidence in the ability of ERASMUS to make a real impact on inter-university cooperation in the Community. True, the Commission - and those Member States (the majority) which had supported the Commission's stance - had to make significant concessions on the budget, but the design of the programme has remained intact and
constitutes a comprehensive instrument for developing a wide range of inter-university cooperative activities, on a voluntary basis, between all Community countries.
The main objective of the programme is to help boost
student mobility between the twelve Member States well above its present unsatisfactory level, by providing far more students than hitherto with the possibility of spend-ing a recognized period of study in another Community country. The significant increase in the number of graduates with first-hand experience of other Member States to which this will give rise, will not only be a cornerstone in the construction of the People's Europe, as indicated above. It will also be an essential component in helping to raise the awareness of interdependence within the Community, thereby contributing to the com-pletion and consolidation of the internal market which will be the key to ensuring EC competitivity on the world stage in the years ahead. For this reason, one of the main actions envisaged within ERASMUS is the creation of a major scheme of grants to students to enable them to cover the extra 'mobility costs' of studying in another Community country.
But in addition to the support to be given to students, ERASMUS will also promote - through the progressive creation of the European University Network - a wide range of other academic activities with a European dimen-sion, notably by providing support to facilitate exchanges of teaching staff between higher education institutions throughout the Community. An overview of all the Actions contained in the Programme is provided elsewhere in this present article.
The intensification and long-term consolidation of higher education cooperation in the Community is not something which can be produced overnight. It will take time to develop and mature. For this reason, it is particu-larly significant that in agreeing the ERASMUS Pro-gramme the Education Ministers have not imposed a time-limit on its duration. ERASMUS will therefore be an ongoing programme, though naturally with a built-in procedure for regular review (in the initial phase from 1987-1990, there will be an interim report to Ministers each year, and a more in-depth evaluation will be con-ducted after three years on the basis of which certain adaptations to the programme will be possible).
for student and staff exchange and the development of common curricula have been supported since the grant scheme began, and demand from the universities has been increasing dramatically over the years. This year, over 600 requests were received - 25% more than in 1986 and ten times the number of applicants who came forward when the programme first began.
The first foundations of the European University Network have therefore already been laid, and Ministers have felt it prudent to develop this Network further before embarking on the award of grants to students on a large scale. Priority will therefore be given to the Net-work in the early years of ERASMUS, and it is expected that a large proportion of the 10 million ECU earmarked for the 1987/8 academic year will be spent in the form of grants to higher education institutions to enable them to develop the necessary infrastructure for the management of substantial and ongoing programmes for student and staff exchange.
Already from the academic year 1988/9, the ERAS-MUS budget will increase sharply to some 30 million ECU, and at this point the number of students receiving ERASMUS grants will correspondingly grow. A further 45 million ECU are earmarked for the 1989/90 operation (almost two-thirds of which will be spent on student grants), bringing the total budget for the initial 3-year phase of ERASMUS (1 July 1987 - 30 June 1990) to 85 million ECU. With this budget, it is provisionally esti-mated that it will be possible to award some 2,000 grants to universities, 4,000 grants to teaching staff and adminis-trators, and over 20,000 mobility grants to students in this initial phase of the Programme.
In order to implement a programme of this mag-nitude, full commitment from those involved in the cen-tral coordination of the Programme in Brussels will not be enough. For the Programme to realize its full potential, it must be carefully attuned to the situation, systems and needs of each Member State, and this is reflected in the management structure envisaged. To assist the Commis-sion in the implementation of the Programme, an ERAS-MUS Advisory Committee will be established consisting of two members per Member State, at least one of whom will be drawn from the academic community. The Com-mittee will be a purely consultative body, but its role will be crucial for achieving the best possible interface with Member State policies and programmes and for ensuring the full involvement of the higher education community in the implementation of the Programme. Furthermore, as far as the student grants are concerned,the programme agreed by the Ministers provides for a decentralized administrative structure: students will not apply for finan-cial support directly from Brussels, but rather the respon-sibility for administering the grants will lie with approp-riate authorities in each of the Member States - either a central organization at national level designated for this purpose, or - at the discretion of Member State govern-ments - with the universities themselves.
This structure, which was adopted at the Commis-sion's proposal, reflects Commissioner Marin's commit-ment to ensuring a transparent and flexible administration of the Programme, and it is also a clear indication that the adoption of ERASMUS does not in any way signify an intention on the part of the Commission to intervene in areas of higher education policy-making which are properly the responsibility of the Member States.
The development of links between the higher educa-tion systems operating in the Member States, ensuring 2
greatly enhanced cooperation across the national bound-aries is, however, a matter of crucial concern to the future well-being of the Community as a whole. Coming as it does just one year after the adoption of the COMETT Programme for the promotion of links between higher education institutions and industry, ERASMUS therefore takes its place in a more comprehensive Community pol-icy designed to achieve the maximum possible Commun-ity-wide exploitation of the intellectual resources availa-ble in the twelve EC Member States. As a long-term investment in the development of the Community's future human resources, it is predicted that ERASMUS will have an impact on Community development which is out of all proportion to the meagre percentage of the Com-munity budget which it represents. The policy-makers have responded to the universities' call - expressed with such eloquence and vigour at the 1985 Conference on Higher Education Cooperation organized at the instiga-tion of the European Parliament - for a major EC initia-tive in this field. It is now up to the universities themselves to take up the challenge which ERASMUS presents.
The ERASMUS Programme
at a glance
Action 1:
European University Network
• Grants to higher education institutions to facilitate the planning, development, operation, maintenance, monitoring and evaluation of inter-university program-mes for the exchange of students and teaching staff. Each institution participating in a joint programme may receive a grant of up to ECU 25,000 per program-me per academic year. It is envisaged that the average grant per institution will be in the order of ECU 10,000 per programme per year.
• Grants to help cover the travel and subsistence expenses of staff members carrying out teaching assign-ments in another Member State. The grants will vary according to the duration of the period to be spent abroad and the travel costs involved. For example, a teaching assignment lasting 3 months will carry an aver-age grant of around ECU 3500. In addition, the home institution of staff members going abroad on ERAS-MUS teaching assignments may receive financial sup-port to facilitate the temporary replacement of the staff members concerned. The average grant awarded for this purpose will be ECU 2500 per month for each staff member to be replaced.
• Grants of up to ECU 1500 to facilitate visits to other Member States by members of the teaching and administrative staff of higher education institutions with a view to establishing contacts for future coopera-tive programmes and/or for the purpose of acquainting themselves more thoroughly with aspects of the higher education system in the countries visited.
Action 2: Student Grants
students participating in programmes funded under the European University Network.
• During their period of study in another Member State of the Community, students receiving an ERASMUS grant will continue to be able to utilize any home coun-try grant or loan from government or government-funded sources for the purpose of study in their own country.
• ERASMUS grantholders will not pay any tuition fees at their host university. However, any fees normally payable to their home university may continue to be levied during their ERASMUS-supported study period abroad.
Action 3:
Academic Recognition
• Establishment of a pilot scheme for the academic rec-ognition of degrees and course units, known as the European Community Course Credit Transfer'System (ECTS). The system will be worked out in collabora-tion with a limited number of higher educacollabora-tion institu-tions selected for participation on the basis of voluntary expressions of interest, each institution receiving grants of some ECU 20,000 per annum.
• Consolidation of the EC Network of National Academic Recognition Information Centres (NARIC), with each national centre concerned receiving Com-munity support of around ECU 20,000 per year.
Grants of up to ECU 20,000 per year for the develop-ment of common curricula between higher education institutions in different Member States.
Action 4:
Additional Measures
• Grants of up to ECU 20,000 to facilitate the organiza-tion of 'Intensive Teaching Programmes' of short dura-tion involving students from several Member States.
• Grants to university associations and consortia operat-ing on a European basis, notably with a view to makoperat-ing innovations in particular areas more widely known throughout the Community.
• Support to enable top-level experts to give a series of lectures in other Member States.
• Publications and other information measures designed to raise awareness of opportunities for study and teach-ing in other Community countries and to disseminate information on innovative models for inter-university cooperation.
• Prizes for students and higher education staff members who make particularly outstanding contributions to furthering inter-university cooperation in the Corn-munity.
Denmark launches Major New Plans to promote Study Abroad
The central thrust of a current attempt by Denmark to intensify the international emphasis of its higher edu-cation system is a scheme involving a government grants award to universities. The money is for their students to take courses abroad and for development of the infras-tructure, including language tuition facilities, necessary to increase foreign study opportunities. Announced at the end of 1986, the scheme has a 10-million Danish crown (ECU 1.2 million) budget for the current year, for which all higher education institutions under the further and higher education department of the Education Minis-try are eligible, but with funding dependent on the award of credit and priority for substantial periods spent abroad. Although there are no restrictions in principle on subject area or the country to be visited, students will normally have completed several years' study towards their first degree.
The grants package is to be awarded in three instal-ments. The initial 3 million crown instalment has already been allocated to individual universities entirely responsi-ble for its distribution as direct student support. A second instalment also earmarked exclusively for students is to be awarded on the basis of their own personal and well-justified motivation for benefiting from such support. For example, the International Office of the University of Copenhagen has processed well over 200 initial second instalment applications from individual students, which it has subsequently submitted, on their behalf, to the Minis-try of Education, in support of a global lump-sum award to the University. A similar procedure is likely to be used for third-instalment grants which, however, are primarily
intended to cover infrastructure-related expenditure by universities in establishing study abroad programmes with foreign universities and providing for language tuition.
Another recent move with firm international study implications has been the setting up of a new Academy for Research run from Århus. An administrative body, the Academy will channel financial support to research and advanced undergraduate students, which is not restricted to use at Danish institutions alone. It will also distribute funds for inviting foreign academics to visit Denmark on teaching and research assignments. Addi-tionally possible, according to reliable sources, is a forth-coming government announcement that Danish students will in future be able to use their regular grant support for the purpose of study abroad, at least within the Euro-pean Community.
EC Project seeks Data for Improved Foreign Languages
and Cultural Awareness
Better all-round communication through greater lin-guistic ability and sensitivity on the part of students to the often subtly important nuances of foreign cultures -these are the ultimate goals of a European Commission project launched at the beginning of the year, with special concern for student participants in the ERASMUS Prog-ramme and the COMETT scheme. Experience from the Joint Study Programmes has shown that overcoming the problem of linguistic competence and socio-cultural awareness may often be central to the success of these European co-operative ventures.
The immediate need is for reliable information to evaluate the real level of foreign language competence of students involved in an exchange programme or work placement abroad, and relevant data is now invited from organisations and individuals well placed to supply it. To help obtain such data, an "evaluation scheme" question-naire has been prepared, a copy of which will be sent on
request to those interested. The questionnaire covers the important headings of the principal language and socio-cultural problems of students, their resultant needs (with due regard to country and subject area), the main lan-guage training institutions liable to respond to student, university and business requirements, and possible mea-sures for improving students' linguistic skills and cultural awareness. Space is also provided for information relating to worthwile language-training experiments suitable for implementation in other fields of study or EC countries, and the language requirements of universities and firms receiving foreign students.
Due for completion in October, the project is work-ing to a tight short-term schedule, so potential con-tributors are asked to submit data before the end of June
1987. Further information on the project may be obtained from Dr. Gisela Baumgratz-Gangl, CIRAC, 9 rue de Téhéran, 75008 Paris, France (tel: (33 1) 43 59 46 50).
First Graduates in European Engineering Double Award
For three students from the Federal Republic of Ger-many recently awarded a British Bachelor of Science (B.Sc.) honours degree together with a similar German engineering diploma, being "sent to Coventry" will no doubt retain far more pleasant associations than those of the identical old English expression meaning that one is deliberately ignored by others. The students were among the first simultaneously to receive both the B.Sc. in mechanical engineering awarded by the Department of Combined Engineering at Coventry (Lanchester) Polytechnic, where they studied for one year, and the
Diplomingenieur (Dipl. Ing.) awarded by the Faculty of Mechanical Engineering at the Fachhochschule Osnab-rück. The twin qualification is the normal successful con-clusion to the course in combined engineering studies resulting from a joint programme which, for the Osnab-rück students, represents an extraordinarily efficient way of getting a double qualification in an integrated foreign study course over seven terms.
However, the double award is already more than a one-way affair, for a British student at the Coventry polytechnic also became a recipient following a two-semester year spent in Osnabrück. Neither is co-operation between the two institutions limited to mechanical engineering alone, with a similar course in "European Electrical Engineering" expected to turn out its first dou-ble diploma graduates soon. Present student participants in these engineering courses include four from Coventry now spending a year at the Fachhochschule, five of whose students in mechanical engineering are currently at the British polytechnic. Total enrolment in the Osnabrück mechanical engineering joint course currently stands at 32, while some ten Osnabrück students are expected to enrol in "European Electrical Engineering" this summer.
Both institutions have European partners in other Joint Study Programmes. In the case of Osnabrück, these are primarily in business studies, a field in which Coventry too has a partner as well as further links in engineering.
Study Visit Grant boosts Student Homes Policy
Resourceful use was made last year of a European Community Short Study Visit grant to further plans for provision of student lodgings at a higher education institu-tion in the Republic of Ireland. Thanks to her grant, Margaret Rowe, Accommodation Officer at the Dublin National Institute for Higher Education (NIHE) was able to visit universities in England, Scotland, the Federal Republic of Germany and the Netherlands to see how they had tackled student residential needs similar to those currently confronting the Irish institution where Miss Rowe is now seeking to develop an appropriate student housing policy. What she herself claimed to be a "highly successful" mission was also an original demonstration of how the Community grants for higher education staff visits can be turned to good account by administrative personnel as well as by teachers and researchers - the most numerous applicants to date.
At present, NIHE has no on-campus student accom-modation, so Miss Rowe's visit was essentially a fact-find-ing trip to explore the considerations involved in effec-tively providing such facilities. These include the advan-tages and disadvanadvan-tages of different types of accommoda-tion, like halls of residence or blocks of flats, how systems are run to meet costs while keeping prices within the range students can afford, and the grants from which students might benefit. Of equal interest are how overseas students are housed, and the extent of liaison between personnel in the accommodation service with staff in other services like health and counselling.
The institutions visited by Margaret Rowe were the University of Technology, Loughborough, and the Uni-versities of Sheffield and Edinburgh (all in the U.K.), the University of Trier (Federal Republic of Germany), and both the University of Amsterdam and the Free Univer-sity of Amsterdam. The choice was based on different criteria. Loughborough was chosen because it is a campus university with a student population equivalent in size to that proposed for NIHE once its campus is complete. The other universities were selected initially on the basis of personal contacts already developed through conferences, help from colleagues or exchange agreements. From a student exchange with the University of Trier, for exam-ple, it was learnt informally that the University was both relatively new and also similar in size to the proposed size at NIHE.
At most of the universities she went to, Margaret Rowe stayed in residential accommodation where she was able to observe services and facilities at first-hand. Not surprisingly, she witnessed considerable variations in both the pattern of provision and the way it was administered. University-run halls of residence in the U.K. and halls run by an independent body, the Studentenwerk, in the Federal Republic of Germany contrasted with the Dutch system of university-linked but government-controlled housing associations which, like all Dutch housing associ-ations, have to accommodate some tenants other than students. Above all, the visits facilitated the gathering of comprehensive information on a wide range of highly specific considerations. Among them were provision of accommodation for married students, 'mass' catering as opposed to self-catering, recreation facilities (games rooms, discos, etc.), rent levels and frequency of pay-ment, the possibility of keeping down student rents by charging for use of accommodation for conferences during vacations, student grants as opposed to loans or indirect
Oyez ! Oyez !
SEFI Annual Conference 1987
At least 200 participants are expected to attend the fif-teenth Annual Conference of the European Society for Engineering Education (SEFI) to be held at the Helsinki University of Technology (at nearby Espoo) from June 29th to July 2nd 1987. The theme of the Conference, "Interdiscip-linarity in Engineering Education", is unquestionably of growing relevance to both the industrial and academic com-munities in which constant fresh breakthroughs in high tech point to continual increased overlapping of engineering dis-ciplines formerly viewed in relative isolation. The Conference is thus aiming to bring together many international experts from universities and industry to examine these issues in relation to both initial and advanced engineering training and to the field of continuing education.
With this as a basis, the above theme will be divided into three sub-themes focusing, first, on a consideration as to why an interdisciplinary approach is desirable, including the significance of its added-value; secondly, an examination of how such an approach might best be implemented; and, finally, consideration of how approaches should vary depend-ing on whether interdisciplinarity is to involve a sdepend-ingle univer-sity or several, interaction between universities and industry, or cooperation with different professions.
Following an initiative at the 1986 Edinburgh Confer-ence, regarding women's role in engineering education, a further special session will examine the theme "People in Interdisciplinarity: men and women". The Conference prog-ramme will also include a series of company visits aimed at taking participants out of the lecture hall into a more work-aday environment to discuss the importance of an interdiscip-linary approach to the work of industrial engineers.
SEFI has eight different working groups covering specific fields of engineering education including a working group on international exchanges. All Conference participants are invited to attend the group associated with the field in which they are most interested·. Further information on the 1987 Conference is available from Mr. Antti Peltomäki, Confer-ence Administrator, Helsinki University of Technology, Otakaari 1, 02150 Espoo, Finland. (Tel: 358-0-465-704).
subsidies, special facilities for the handicapped and war-dens' supervisory duties.
Despite the multitude of different arrangements, Miss Rowe felt able to conclude that "from all institutions visited ... the advantages of having residential accommo-dation far outweigh the disadvantages". She said that "the trip provided a network for meeting counterparts in their working environments, and for forming working relationships which could not otherwise be fostered".
Social Studies Success at Dortmund and Leeds
With its frequently discernible political implications and highly charged personal issues, social studies can often be a sensitive subject, so a joint venture into the field by the Fachhochschule Dortmund (Federal Republic of Germany) and Leeds Polytechnic (U.K.) which has never looked back since its first grant from the European Commission in 1980 has a right to be proud of its progress. At the outset based mainly on staff cooperation in the production of course materials, the Leeds/Dortmund initiative has now been built with the help of further Community support into a flourishing two-way exchange programme including a long student work placement, and plans for credited course units for study abroad and exten-sion of the link to France.
The programme has reached its present level through a gradual process in which the first substantial achieve-ment was the production in 1982 of an impressive 165-page workbook entitled Ethnic Minority Groups with staff contributions from both Dortmund and Leeds, two cities where immigration and the situation of foreign workers have been major issues prompting similar concerns. The book was later followed by further jointly-produced teaching material in both English and German and, not surprisingly, British students training as social workers in Leeds found the German experience of immigration and foreign workers a useful comparative window on their work.
Aside from its directly productive use in lectures, discussions and seminars, the joint course material also helped spark the student enthusiasm which encouraged the next stage of the programme, a pilot student exchange scheme involving four Dortmund students who spent two terms at Leeds as part of their social work course, while a Polytechnic languages student went to the Fachhoch-schule. Similar student exchanges have continued steadily ever since, with a series of planning visits, exchange study visits and the work placement the latest developments in the current academic year.
In October 1986, a party of lecturers from Dortmund spent a week working closely with staff at the Department of Social Studies at Leeds Polytechnic which, this year, has provided the scheme with additional financial support of its own. This was followed, in January 1987, by a planning visit to Dortmund by three Polytechnic staff members and a student who paved the way for two major study/teaching visits in March (when the Leeds party vis-ited Dortmund) and April (when Fachhochschule teachers and students went to Leeds). The common pro-gramme drawn up includes discussions and seminars on the education and social welfare systems of the partner countries involving representatives of both State and vol-untary social services agencies, and visits to welfare organisations.
trainee placement involving close contact with people who are usually under stress. The placement also owes much to cooperation from other quarters including the Council for the Education and Training of Social Workers and its adviser on overseas validation.
Credited course units for the study periods abroad are an immediate next item on the Leeds/Dortmund agenda. The plan is to tackle their development and implementation within the present course structure to suit both second year Dortmund social work student groups attending courses and doing practical placements in Leeds in 1987/88 (Autumn and Spring terms), and first-year U.K. social work students similarly committed in Dortmund during the same year. It is intended that any language problems for the Leeds students here should be lessened with provision by the Polytechnic of intensive preparatory classes in German which will be equally use-ful for other 'non-language' students, like those studying mathematics who are also involved in a Dortmund work placement supervised by the Fachhochschule. Leeds stu-dents are to undergo further preparation with information sessions and a dossier on Dortmund compiled by Polytechnic staff containing practical information to be regularly updated and expanded.
The overall success of the scheme has bolstered plans to include a third institution from France and the search for an appropriate partner is already under way.
A discussion during the recent staff visit by lecturers from the School of Social Work and Social Pedagogy at the Fachhochschule Dortmund to Leeds Polytechnic. Sea-ted (left to right) are Hans Fleuren, Gerhard Naegler and Peter Surkemper (all from Dortmund) with project leader Richard Colman (Leeds). Standing (left to right) are Sheila Saunders, John Callings, David Keighley, Judith Fido and Ken Mobbs, also from Leeds.
As to the work placement, there are plans for Pavel Theiner, a first-year student on the Leeds two-year qual-ifying social work course, to do the placement in Dortmund supervised by the head of the city's municipal office for youth and leisure-time activity (Jugendamt/ Jugendpflege Freizeitzentrum). However, his placement contact and tutoring/teaching arrangements will be the responsibility - delegated by Leeds - of the Fachhoch-schule Department of Social Work. Pavel speaks fluent German, a key bonus in arranging this sensitive clinical
Spain in strong early Contribution to Joint Business Studies
In Delta (1/87), we reported that the field of study where the input of Spain to higher education cooperation has been most felt since the country joined the European Community on January 1st 1986 is business and manage-ment studies. The trend is hardly surprising given the enormous fresh potential for revitalized economic development in membership of the Common Market, as well as the more general growing concern of students throughout Europe that their qualifications should prove attractive on the labour market. At the same time, Spanish initiatives here are likely to be highly profitable to the other Member States in boosting trade not only with Spain itself but the extensive Latin American mar-kets too.
One of the most conspicuous illustrations of the Spanish interest in joint business studies has been its recent active participation in plans for a new European School for Management. The plans made a crucial break-through on November 3rd 1986 when four higher educa-tion institueduca-tions - in Spain, France, the Federal Republic of Germany and the U.K. respectively - reached a formal agreement in Brussels to set up a collaborative study programme in international management. Due to begin its courses in Madrid, Bordeaux, Münster and Kingston-upon-Hull in October 1987, the School network will ena-ble an annual 120 students - 30 from each country - to begin a four-year eight-semester European Course in Bus-iness Management at their home institution and a partner institution of their choice. Following successful comple-tion of the course, students will obtain a diploma in bus-iness management recognized in both countries and will thus be normally well equipped to embark on interna-tional careers in areas like law, management, finance and foreign trade.
The Spanish institution in the School is the Madrid Central Europeo de Gestion de Empresas, and its partners are the Bordeaux Ecole Multinationale des Affaires, the Humberside College of Higher Education in Hull and the Fachhochschule Münster. It was in 1981 that the latter two institutions set up a Joint Study Prog-ramme in business administration following earlier attempts to establish a European Management Prog-ramme. At the same time, the Chambers of Commerce in Madrid and Bordeaux responsible for founding the Spanish and French schools were developing like-minded ambitions and, not surprisingly, these initiatives rapidly culminated in the decision to collaborate now to take effect.
In Spain, as in the other three countries, the decision has been prompted largely by recognition that, in seeking new markets, firms invariably lack managers suitably skil-led in languages or in grasping the subtleties of communi-cation with foreign opposite numbers in a business envi-ronment. A central concern of the School network will be to remedy this by combining courses in all-important management techniques with appropriate linguistic train-ing and initiation into the many cultural considerations relevant to effective international exchange in the com-mercial world. While individual students will receive training in a single foreign country, each institution will, in the second year, be hosting students from all of its other three partner nations in the scheme.
In principle open to bilingual students with the nor-mal national qualifications for entry to higher education, the School will offer rigorously coordinated courses in no less than nine areas already agreed by professors from each institution, namely company business economics and general policy, European political economics, law, organisation and informatics (computer science), quan-titative methods and operational research, finance, mar-keting, social and,communication sciences and languages. Following the first year at the home institution, students are to alternate between it and their chosen partner institution during the remaining six semesters which will include two six-month work placements, one in each of the two countries. Thus a Spanish student beginning the course in (say) marketing at the Madrid School should be able to continue it logically at the partner institution but with different teachers and training methods in an unfamiliar cultural setting, and then return home to com-plete studies in Madrid.
Of the participating institutions, the Madrid School itself, though set up by the Chambers of Commerce and Industry there, is run also in collaboration with the cap-ital's five universities, while the School in Bordeaux is on the city's university campus which groups three univer-sities and a total student population of 45,000. The Hum-berside College and Fachhochschule Münster have three and ten faculties respectively (including those in business administration actively involved in the scheme) with cor-responding enrolments of 7000 and 10,000.
Although one of the most recently-formed Spanish links in joint business studies, the European School for Management is by no means the only such partnership. Equally noteworthy is the promising integration of the Madrid Instituto Católico de Alta Dirección de Empresas (ICADE) into the flourishing long-standing co-operation
Oyez ! Oyez
Jean Monnet Fellowships
The European University Institute in Florence is offering a certain number of so-called Jean Monnet Fellowships which are post-doctoral grants to students wishing to carry out research on themes of European interest. Awarded directly by the Institute independently of national authorities, the 12-month Fellowships are open to all those who, irrespective of nationality, hold a university doctorate or similar qualifi-cations, or have obtained comparable research experience elsewhere. Applications for the next round of awards should be submitted by November 30th 1987.
between the Middlesex Polytechnic, the CESEM Reims and the Fachhochschule Reutlingen, which itself needs no introduction to those who have been following Joint Study Programme developments from the start. In its first year in the partnership, ICADE had received no less than 400 applications for a total 30 places each carrying a 279,000 peseta enrolment fee for which, however, stu-dents can seek scholarship or similar State support.
Yet another encouraging venture has been a newly-launched programme between the Universidad de Alcalá de Henares and the Hochschule Bremen (Federal
Repub-lic of Germany) based on an inter-institutional agreement for study, at the partner institution, of those credits which may be recognized in the course of assessment for the award of the home degree (which will formally acknow-ledge the stay abroad). A completely integrated double qualification course (with a final joint diploma) integrat-ing business and language elements is planned for a later stage.
(Sources: Universidad empresa 52, October-December 1986, and El Pais, February 24th, 1987).
New Developments in Higher Education
in the EC Member States
Most of the information serving as the basis for this feature was collected by EURYDICE, the education information network of the European Community. The selection of the information for inclusion was made by Fritz Dalichow (Office for Co-operation in Education).
INTRODUCTION
Higher education is facing growing problems in the European Community. In many Member States, it is increasingly difficult to gain access to higher education institutions, and study conditions are deteriorating. Many States stake less in higher education than in the past, severely cutting its budgetary allocation. Administrative restrictions like the introduction of numerus clausus reg-ulations and higher study fees are widespread, and the rising numbers of students in the Community often find it hard to make financial ends meet. Meanwhile, dead-end jobs, or even unemployment, are increasingly the plight of many who have successfully completed their studies.
The somewhat negative tone of this feature may help to highlight aspects of conditions in the higher education sector which, while of possibly minor significance when viewed in isolation, may have a mutually aggravating adverse effect leading on occasions to major student dis-content as recently witnessed in France and Spain.
Belgium
Limited job openings affect subject choice
It is becoming increasingly difficult to find a job with a university diploma. Awareness that they will have to face harsh labour market realities plays a crucial part in determining the choice by students of their field of study, with economics one of the most highly favoured. Less boys but more girls are currently starting university edu-cation where courses in pharmaceutical studies are the most popular preference and those in civil engineering the least. At the Flemish-speaking universities, female students now account for nearly half (47%) of the first-year student population.
According to this year's annual report of the Vlaamse Interuniversitaire Raad (VLIR), at Flemish universities the number of first-year students has dropped by 5% in the last three years (due to the demographic trend), yet the student total has increased slightly. This is explained by the fact that in the last three years there has been an 8
increase of 5.5% in the number of students starting post-graduate studies.
(Source: De Standaard, October 29th and October 30th, 1986).
Denmark
Scepticism greets Government proposals for shorter courses
The duration of higher education studies in Denmark is among the longest in the European Community, a situ-ation that the Danish Government wants to change rad-ically. First initiated many years ago, discussion on this topic has been renewed yet again giving rise to con-troversy between the Government, on the one hand, and students, universities and employers, on the other.
In Denmark, university studies lasting eight years or more are not uncommon, one reason for this being that many students have to work in order to pay for their studies. The Government wants to cut the length of courses, while introducing a first university examination comparable to the three- or four-year British Bachelor's degree and awarding more student scholarships, mainly towards the end of studies. If one advantage of this oper-ation is that many more students could benefit from Danish higher education, the Government proposals have nonetheless been hailed with scepticism by students, uni-versities and employers alike.
(Source: miscellaneous Danish sources)
France
Persistently low university budgets
Following the country's most violent student demonstrations since 1968 which reached their peak in December 1986 when they culminated in a ministerial reshuffle, Le Monde published in January 1987 a critical article on the unchanged general situation of "under-development in French universities", stressing that little had altered to make a fresh student "explosion" less likely.
Oyez ! Oyez !
Twelfth ATEE Annual Conference
The Freie Universität Berlin is to host the 1987 Annual Conference of the Association for Teacher Education in Europe (ATEE) on September 7-11, and because of tourist pressure on a city celebrating its 750th anniversary, particip-ants are being urged to reserve their hotel accommodation as soon as possible. Association members, academics and practitioners in the field of teacher education are all invited to attend the Conference which is to be held under the auspices of the President of the Westdeutsche Rektorenkon-ferenz, Prof. Dr. Th. Berchem.
Expected to attract some 300 participants from over 20 countries, the Conference is to address the theme of "Teacher Education and Training in Europe: present challenges and future strategies" in the hope of highlighting and encouraging acceptance of such challenges in the years ahead, while draw-ing the attention of politicians and academics to teacher edu-cation and starting the search for solutions to conspicuous current problems in this field. As ATEE emphasizes, the Conference will hopefully provide a vehicle for stimulating new approaches to these problems themselves associated with a wide range of issues including appropriate use of new infor-mation technologies in teaching, education in a multicultural society, discipline-oriented as opposed to practical studies in initial training, the implementation of (school) educational innovations, the training of teacher trainers, and the training of school management staff.
The work of the Conference will be divided into plenary lectures, conference working groups, ATEE working groups and a so-called "free market" at which additional research results and information will be presented and exchanged. Further details about the meeting are available from 12. ATEE-Conference, Geschäftsstelle, Freie Universität Berlin, Habelschwerdter Allee 45, D-1000 Berlin 33 (Tel: 0 30/8 38 57 00).
in 1982 and the USA $5900, the corresponding figure for France was only $2600, with an overall deterioration in the country's universities arguably a result. According to
Le Monde, France will have to double its higher education budget (at present 21,700 million francs) up to the year 2000 if it is to "catch up with the average of the developed countries".
(Source: Le Monde, January 8th, 1987).
Federal Republic of Germany
Fewer posts for qualified professors
Since the mid-1970s, some 1000 young researchers a year have completed their Habilitation as a prerequisite for a university professorship, but for the thousand
Habilitierte in the 1986 cohort only 300 vacant professorial posts were on offer. Thus from an approximate 4000 'qualified' competitors (1000 in 1986 and a further 3000 from preceding years), less than one in 13 in 1986 actually obtained such a post.
A feature of higher education in Austria and Switzer-land also, the Habilitation is the highest university exami-nation for gifted holders of a doctorate. It consists of a difficult thesis (the Habilitationsschrift) defended before faculty adjudicators, and then a public lecture and, since its preparation can take 5 to 10 years following the doc-torate, the average age of a newly-qualified Habilitierter
is 38.
(Source: Deutsche Universitätszeitung, 4/87).
Greece
New student enrolment quotas undecided
The meeting of the Council for Higher Education (SAP) on January 26th and 27th 1987 reached no-agree-ment on the number of entrants to higher education in the 1987-88 academic year. In the light of Government cuts in the higher education budget, university rectors had proposed an average 24% decrease in places availa-ble, while the Minister of Education proposed maintain-ing the number of places at their present level.
(Source: Kathimerini, January 27th and 28th, 1987).
Ireland
Student financial hardship
At a recent press conference organised by the Union of Students in Ireland, it was announced that the value of student grants had dropped so much in recent years that most students were now living on an income lower than that received by social welfare recipients. The Deputy President of the Union, Mr. Sean O Hargain, said that many students now lived in "real poverty", and often ended up taking large bank loans to pay their way through college. He claimed that about 50 students drop-ped out of Trinity College every year for purely financial reasons.
On the same day when launching the annual report of the Higher Education Authority (HEA) for 1984/85, HE A Chairman, Mr. Liam O Laidhin, expressed fears that high fees would affect equality of access to and demand for higher education. He said that the continuing rise in student fees was of grave concern to the Authority, and that they were increasing above the level of inflation despite Government promises to the contrary. Most uni-versity fees in the Republic of Ireland are indeed reported to be over the IR£1000 a year mark and the outgoing Government announced another 6% rise for Autumn 1987.
(Sources: The Irish Times, September 9th, 1986, and The Times Higher Education Supplement, February 13th, 1987).
Italy
Tightened access to medical studies
From September 1987, applicants for medical studies at Italian universities will have to take an entrance exami-nation, according to the terms of a presidential decree on university reform of February 28th 1986. Besides hav-ing a good pass in the final secondary school diploma, the maturità, which will account for about a third of the total possible marks, candidates will have to reply to 70 'multiple choice' questions based on the secondary school curriculum in chemistry, physics, biology and mathema-tics. This numerus clausus provision is aimed at limiting the number of doctors currently turned out by Italian universities which are already training over 145,000 med-ical students, or the equivalent of one doctor for every 285 inhabitants !
(Source: presidential decree concerning
Luxembourg
Institutional space at a premium
With the constant rise in student numbers, space for normal study activity at the Luxembourg Centre Univer-sitaire is reportedly in short supply. The Centre offers first-year courses in several areas to students who then usually continue their studies abroad, but in its Depart-ment of Law and Economics alone, some 150 students are, in the 1986/87 academic year, working in faculties originally planned for only 60. Luxembourg Minister of Education and Youth, Mr. Boden, has pressed for the construction of a new wing for the Centre for which there are long-standing plans - so far subject, however, to con-stant delay.
(Source: Le Républicain Lorrain, October 17th, 1986).
The Netherlands
University budgetary cutback compensation
It was reported late last year that the Minister of Education and Sciences, Mr. Deetman, had announced that, on the whole, universities would not lose out in the wake of his recently proposed education cuts from which they had been largely spared. Although they were to be deprived of 140 million guilders over the following four years, a sum of 40 million guilders was to be returned in the form of a fund for renovations. The Minister also announced a planned 476-million guilder investment in computer science equipment for higher education.
(Source: NRC Handelsblad, November 14th, 1986).
Portugal
Plan to boost enrolments
Only about 10% of the 18-22 age-group in Portugal take higher education courses as opposed to 17% in Spain and upwards of 20% in several Community countries. According to a recent announcement by the Minister of Education, Professor João de Deus Pinheiro, 10,500 new places in higher education institutions will be created up to 1995 (4500 up to 1990 and theri a further 6000 between
1990 and 1995). From the 10,500 total, 7500 new places are to be created in 'polytechnics' and 3000 in universities.
(Source: O Jornal da Educação, 9/1986).
Spain
Minister announces student financial gains
Following weeks of student unrest, an 18-item reform package was announced by the Minister of Education, Mr. J.M. Maravall on February 17th, 1987. While many of the measures proposed are directed at the improve-ment of school education, others of concern to higher education include the following: children from families with a yearly income less than 1,700,000 Pesetas (ECU 11,700) are to be exempted from university study fees; there will be no real-term increase in university tuition fees; the State budget for student grants is to be raised by 25% in 1987 and 40% in 1988, with the maximum annual grants total (now 267,000 Pesetas = ECU 1840) increased to 400,000 Pesetas (ECU 2760) next academic year; and the university entrance examination system is to be modified from 1988 onwards.
(Source: EURYDICE communiqué, February 20th, 1987).
United Kingdom
Local Authorities to lose Control of Polytechnics
According to a White Paper published in early April 1987, the British Government is to increase substantially its control over higher education by taking polytechnics and some colleges of higher education out of the hands of the local authorities, which have been responsible until now for funding and controlling these institutions. It is suggested that two new bodies with strong industrial rep-resentation should be set up to distribute Government funds, one for the universities and the other for the newly autonomous polytechnics and colleges. Members of both bodies would be appointed by the Government which would also lay down their working guidelines. The aim is thought to be to force universities, polytechnics and colleges to be less dependent on Government grants by means of a new 'contracts' system with a substantial industrial input. Another important item in the White Paper is a proposal for an expansion of universities and colleges, with 50,000 students by 1990 and more places for women and part-time and older students.
(Sources: The Daily Telegraph, April 2nd, 1987; The Guardian, April 2nd, 1987).
Open Universities Get Together
Cooperation in higher distance education is likely to break new ground with the setting up at the end of January this year of the European Association of Distance Teaching Universities. This new body intends to bring together consortia of independent institutions for higher distance education with their own students and legal graduation rights and university departments responsible for supplying or researching into distance teaching, as well as Europe's firmly established open universities.
Aside from promoting higher distance education in European countries generally, the Association is expected to organise common projects with industry and European authorities (including the European Community) in a number of fields, and particularly the development of novel methods and techniques for distance education (like new technologies and media), research, joint course development, and course and credit transfer. At the same time, the Association also hopes to further bilateral and multilateral contacts among the academic staff of its par-ticipating institutions.
So far the Association counts eleven due-paying members from the ten countries of Belgium, Denmark, the Federal Republic of Germany, the Republic of Ire-land, Italy, the Netherlands, Norway, Portugal, Spain and the United Kingdom, with negotiations in hand for membership of institutions from France. The Association is governed by a Board composed of one senior represen-tative from each participating institution or organisation and a five-member executive committee elected by the
Board. Further information on the Association is availa-ble from its Secretary-General, Dr. G.J. Leibbrandt, Open Universiteit, Postbus 2960, Valkenburgerweg 167, 6401 DL Heerlen, The Netherlands (Telephone: 045-762219).
Participants at the inauguration of the European Association of Distance Teaching Universities at Heerlen in The Netherlands, on January 23rd 1987. At the forefront of the group (fourth from right) are the President of the new Association, Dr.J.H. Horlock (also Vice-Chancellor of the U.K. Open University) and (second from right) Dr. G.J. Leibbrandt, President of the Dutch Open University, who is the Association's Secretary-General and Treasurer.
Training Teachers to beat Drug Abuse in Schools
Firm support for initial intensive and continued in-service training of schoolteachers in the problems of drug addiction emerged clearly at a recent German-Dutch uni-versity symposium in Oldenburg to examine ways schools can react to the growing dangers of addiction among the young and take preventive measures. The symposium was the result of a joint study programme involving the Uni-versity of Oldenburg and the State UniUni-versity of Groningen in the planning and production together of curricular materials on drug prevention for use in such training. Attracting some 100 experts from the Federal Republic of Germany and the Netherlands on October 23-24 last year, the meeting was organized by the joint programme project on "Addiction, Dependence and School" (SAUS), and inspired by awareness of how schools today - in their vulnerable collective environment - still remain largely powerless to counter the ever-increasing threat to young people of drugs.
Against alarming statistical evidence from both the Federal Republic and the Netherlands, the Oldenburg symposium addressed three main themes, namely the causes of addiction, school and prevention, and training and continued in-service training of teachers in aspects of addiction prevention. All 15 presentations and discus-sions at the meeting were open to the public, including the centrally interesting panel discussion on "does the school make addicts?" in which the exchange of experi-ences between German and Dutch experts gained special
significance from the national particularities of the two countries in the preventive sector.
While symposium participants reached no definite conclusions as to whether schools might unwittingly further dependence, they reviewed factors commonly
Participants in the panel discussion on "Does the School make Addicts?" at the University of Oldenburg symposium on drug prevention in schools, in October 1986.
thought to be partly responsible like oversize impersonal institutions of 1000 pupils or more, over-demanding cur-ricula and 'over-rational' teaching methods less sensitive to pupils' personal and emotional requirements. There was general agreement that, with schools poorly informed about the dangers of addiction let alone equipped to cope with the problem, corrective training and information ser-vicing of teachers at all levels from primary school onwards was now an urgent priority.
The problem of drug control policies is one which is also of interest to a number of other institutions par-ticipating in joint study programmes. Thus Commission support was provided for a number of years to the univer-sities in Rotterdam, Bremen, Edinburgh and Leuven for the development of integrated student projects in this field.
New Deputy Director at the
Office for Cooperation
Mr. Edward Prosser, until recently Deputy Director of the Office for Cooperation in Education, has been appointed Director of the Technical Assistance Unit in the framework of the European Community's new COMETT programme for the promotion of cooperation between higher education and industry. Mr. Prosser had spent five years at the OCE and made an outstanding contribution to the development of the Community's higher education grant schemes during that period.
The new Deputy Director of the Office is Dr. Guy Haug, formerly Director of Development and Interna-tional Relations at the Groupe Ecole Supérieure de Com-merce in Reims where he was centrally involved in developing one of the most exciting Joint Study Program-mes so far evolved - the CESEM, a scheme linking the Reims school with partner institutions in Germany, Spain and the United Kingdom and providing opportunities for students to obtain a double degree award from two coun-tries. A full "Who's Who" on staff at the Office for Coop-eration will appear in the next issue of this newsletter.
Student Appreciation
of Year Abroad
A five-institution Joint Study Programme in chemis-try involving universities in the U.K., the Federal Repub-lic of Germany, Denmark, France and the Netherlands has adopted the acronym EUCHEM, and the Director of the Office for Cooperation in Education has received the following letter from a Danish student at the Århus Universiteit who, in 1985-86, completed her second year of studies as part of the progamme at the University of East Anglia (UEA) at Norwich, U.K.
Dear Mr. Smith, Arhus, October 30th 1986
Herewith I send you my report about my stay in Eng-land. I am very happy that I was able to participate in the exchange programme the UEA has with the University of Arhus.
I finished my stay in England with a great sense of achievement - not just professionally, but also personally in that I am now more familiar with the English language and am able to communicate with other English-speaking people, both as a tourist and when discussing business matters.
Besides studying in England among British people, the fact that students from other universities in Europe participated in the exchange programme provided me with
much insight into the differences between people from the various countries. Despite our different backgrounds, we found out that we have a great deal in common - whether as chemistry students or students in general.
I hope that this exchange programme will give other students a profitable year abroad and that the Office for Cooperation in Education will continue to support the exchange. I also hope that the teachers who made it possi-ble continue to find their work worthwhile so that their enthusiasm for the programme can be sustained.
Yours sincerely,
Anne-Kirsten Mose
The three other institutions involved in the exchange are the University of Poitiers, the Rijksuniversiteit Leiden and the Technische Hochschule Darmstadt. The prog-ramme received its first EC grant in 1981-82, and has been awarded another for the current 1986-87 academic year during which a total 16 students are reportedly taking part.
The text was prepared by the Office for Cooperation in Education on behalf of the Commission of the European Communities. © The articles and texts appearing in this
publication may be reproduced freely, in whole or in part, with due reference to their source.
Catalogue No.: CE-AB-87-002-EN-C.
Printed in Belgium.
Venta y suscripciones . Salg og abonnement . Verkauf und Abonnement . Πωλήσεις και' συνδρομές Sales and subscriptions . Vente et abonnements . Vendita e abbonamenti
Verkoop en abonnementen . Venda e assinaturas
BELGIQUE / BELGIË IRELAND ESPANA
Moniteur belge / Belgisch Staatsblad
Rue de Louvain 40-42 / Leuvensestraat 40-42 1000 Bruxelles / 1000 Brussel
Tél. 512 00 26
CCP/Postrekening 000-2005502-27 Sous-dépôts / Agentschappen:
Librairie européenne / Europese Boekhandel
Rue de la Loi 244 I Wetstraat 244 1040 Bruxelles / 1040 Brussel
DANMARK
Schultz Forlag
Møntergade 21 1116 København Κ Tlf: (01) 12 11 95 Girokonto 200 11 95
BR DEUTSCHLAND
Verlag Bundesanzeiger
Breite Straße Postfach 10 80 06 5000 Köln 1 Tel. (02 21) 20 29-0 Fernschreiber:
ANZEIGER BONN 8 882 595
GREECE
G.C. EleftheroudakJs SA
International Bookstore 4 Nikis Street Athens (126) Tel. 322 63 23 Telex 219410 ELEF
Sub-agent for Northern Greece:
Molho's Bookstore
The Business Bookshop 10 Tsimiski Street Thessaloniki Tel. 275 271 Telex 412885 LIMO
FRANCE
Service de vente en France des publications des Communautés européennes
Journal officiel
26, rue Desaix 75732 Paris Cedex 15 Tél. (1) 578 61 39
Government Publications Sales Office
Sun Alliance House Molesworth Street Dublin 2
Tel. 71 03 09 or by post
Stationery Office
St Martin's House Waterloo Road Dublin 4 Tel. 68 90 66
ITALIA
Licosa Spa
Via Lamarmora, 45 Casella postale 552 50 121 Firenze
Tel. 57 97 51
Telex 570466 LICOSA I CCP 343 509
Subagente:
Libreria scientifica Lucio de Biasio - AEIOU
Via Meravigli, 16 20 123 Milano Tel. 80 76 79
GRAND DUCHÉ DE LUXEMBOURG
Office des publications officielles des Communautés européennes
5, rue du Commerce L-2985 Luxembourg Tél. 49 00 81 - 49 01 91 Télex PUBOF - Lu 1322 CCP 19190-81
CC bancaire BIL 8-109/6003/200
Messageries Paul Kraus
11, rue Christophe Plantin L-2339 Luxembourg Tél. 48 21 31 Télex 2515 CCP 49242-63
NEDERLAND
Staatsdrukkerij- en uitgeversbedrijf
Christoffel Plantijnstraat Postbus 20014 2500 EA 's-Gravenhage Tel. (070) 78 99 11
UNITED KINGDOM
HM Stationery Office
HMSO Publications Centre 51 Nine Elms Lane London SW8 5DR Tel. 01-211 3935 Sub-agent:
Alan Armstrong & Associates
European Bookshop London Business School Sussex Place
London NW1 4SA Tel. 01-723 3902
Mundi-Prensa Libros, S.A.
Castellò 37 E-28001 Madrid
Tel. (91) 276 02 53 - 275 46 55 Telex 49370-MPLI-E
PORTUGAL
Livraria Bertrand, s.a.r.l.
Rue João de Deus Venda Nova Amadora Tél. 97 45 71
Telex 12709-LITRAN-P
SCHWEIZ / SUISSE / SVIZZERA
Librairie Payot
6, rue Grenus 1211 Genève Tél. 31 89 50 CCP 12-236
UNITED STATES OF AMERICA
European Community Information Service
2100 M Street, NW Suite 707
Washington, DC 20037 Tel. (202) 862 9500
CANADA
Renouf Publishing Co., Ltd
61 Sparks Street (Mall) Ottawa
Ontario K1P 5A6
Tel. Toll Free 1 (800) 267 4164 Ottawa Region (613) 238 8985-6
JAPAN
Kinokuniya Company Ltd
17-7 Shinjuku 3-Chome Shiniuku-ku
BFR 250
.^ OFFICE FOR OFFICIAL PUBLICATIONS OF THE EUROPEAN COMMUNITIES
L-2985 Luxemburg
Editor responsible:
Mr. Alan Smith
OFFICE FOR COOPERATION IN EDUCATION
European Institute of Education and Social Policy
51 rue de la Concorde — B-1050 Brussels — Tel.: (32) 2 512 17 34 — Telex: 21.504 fee b
Issue No. 2/87
